Category Archives: A Writing Life

348. Spring

        Friday was Cinco de Mayo. Since I don’t post on Friday, I have placed this note here.
        Cinco de Mayo and St. Patrick’s Day are opposite sides of the same coin, as I explained in 115. St. Patrick’s Day with Juan O’Malley, last year. I also had something to say about racial identity in 144. Who Said You Were Mexican?, on Cinco de Mayo, a year ago today. I don’t want to repeat those posts, but you are welcome to click and visit.

Now, today’s post, beginning with a quote from Cyan:

For the colonists, the world that loomed beyond the perimeter fence was a fearsome enemy. Cyan’s climate aggravated the problem. The colony was situated in the region of spring — or autumn, depending on your psychological makeup. But it was neither spring nor autumn, and as the year wore on there grew up an unhealthy expectancy. Minds and bodies geared to seasonal change had a gene deep awareness that spring had been prolonged past its time — an awareness that slowly changed to a deep, unarticulated dread.

In Cyan, I made a great deal out of the lack of seasons, because seasons are so overwhelmingly important on Earth. Of course, people who were born and lived all their lives in Hawaii or Tahiti probably look at that claim and say, “What the heck is he talking about?” But most of us know.

Here in the foothills of the Sierras, half the year is harsh, brown and dry. The other half is green, and during that rainy seasons wild flowers not only come in profusion, but they also come in order.

First comes miner’s lettuce, with tiny flowers in the center of large, circular leaves. Not impressive as flowers, really, but a life saver for the the vitamin starved miners during the gold rush. Then comes Blue Dick. Now don’t blame me; I didn’t name it, and it is lovely despite its name.

The lupine come early middle and late, in a variety of colors. When my wife and I first came to the foothills, we learned most of the names, but now we mostly just look and enjoy.

What has this to do with writing? It’s the way I choose to live, and the places my characters go are mostly places I wouldn’t mind accompanying them.

Today (April 24) my wife and I drove to one of our many favorite spots. It’s late in the sequence of things, but the white lupine haven’t quite reached their peak.

In New York City today, there are writers inhabiting dim, smoky bars, gathering material for their next novel. More power to them. I couldn’t take it.

For me, I spend my green winter going out twice a week to see how the wildflowers are coming along, and gathering material for my next novel. That’s my story, and I’m sticking to it.

347. Prenatal Algebra

I wrote a post some time ago on the subject of No Child Left Behind, without saying one good thing about the program. I know almost nothing about Common Core, since it came on the scene just as I was leaving. When I retired, I retired. I enjoyed my days of teaching, but twenty-seven years was enough.

Without reference to the latest nonsense, I can say as a general and probably universal rule that a lot of BS floats down onto teachers from above. And from whom?

Everyone knows the saying, “Those who can, do, and those who can’t, teach.” Like most sayings, it isn’t always true, but sometimes it feels true. There is another saying that only teachers know. “Those who can, do, those who can’t, teach, and those who can’t teach, teach teachers.” Again, not universally true, but I have known some Professors of Education who fit the aphorism with sad precision. And I’ve seen a lot of self-appointed experts who make the circuit of schools, giving training programs they devised themselves, who could spin out reams of self-evident drivel as if they were conveying the word of God.

It makes you wonder. Could it be that they weren’t fitted by their education to work outside of the schools, but they would do anything to get away from kids? I don’t know. I never knew any of them personally. I can tell you that of the hundred or so trainers I endured while teaching, only one or two had anything worthwhile to say.

I can also tell you that there should be a banner on the State Board of Education building that reads, “If it doesn’t work, do more of it.” They double down on every bad idea.

________________

The French scholar Jean Piaget, studying children back in the 1930s, discovered that there are stages of readiness for learning. If you try to teach a skill before the readiness is there, it won’t take. I can’t say that is a shocking conclusion. What is shocking is that eighty years later the educational establishment is pretending that it isn’t true.

Everyone can learn. Okay, that’s probably true, but an administrator who says it, means this: Everyone can learn everything. And that’s a lie.

Worse, in their actions, in the textbooks they approve and the tests they give, they are really saying: Everyone can learn everything, and all at the same age, on the schedule we set. And that’s just bullshit.

In California about the time I retired, students in eighth grade had to take algebra, whether they were ready or not, whether they could pass or not — whether they would ever be ready or not. But as soon as they were in ninth grade, and presumably a year more advanced, they could opt out of algebra and take something easier.

Read that three times and it still won’t make sense.

The general rule is this: the state assigns a skill to a certain grade. Some kids get it, some don’t. Does the state let the latter group try when they’re older and more mentally developed? No. They say the students lacked readiness, but they don’t mean readiness in the way Piaget meant it. The state thinks readiness can be taught, so teachers have to try.

If students can’t understand algebra in eighth grade, the schools could teach it to those who are ready, and teach another year of more basic math to the others. Fat chance. Instead the state requires pre-algebra of seventh graders so they will be ready for algebra in eighth. And when that doesn’t work? Let’s try pre-pre-algebra in sixth grade? Where will it end — with expectant mothers sleeping with opened algebra books on their baby bumps?

Read that three times. No, read it 4(2N+3) where N=9 times. It still won’t make sense.

Like it says in the title, get ready for prenatal algebra.

________________

All right, if any of you are young and want to change the world by becoming teachers, more power to you. You are needed.

But first, buy yourself a big pair of hip boots. It’s a swamp out there.

346. Science, just for fun

rat-hereTeaching should be fun for teacher and student alike. That’s my perspective, but I have to admit that I had it easy on that front because I taught science. Science is full of falling things, and flying things, and squishy things, and stinky things. If I had to teach English, or social studies, or math, I would certainly have a different view of how much fun teaching is.

Here is an example. CH4 is the formula for methane gas. Teaching chemical formulas could get a little obscure and uninteresting if you let it, but there are always “interesting facts” that you can throw in to help keep things rolling. For instance, methane is what comes out of the gas pipes that you cook with if you live in a city. It’s also what comes out of cows and ends up in the news as a bovine generated greenhouse gas. If you leave a stove on without lighting it, you smell it, but methane is odorless. How does this happen? The gas company puts a chemical in with the methane that stinks when fresh, but burns up without stinking if a fire is lit.

This is the point when some wiseacre will say, “If methane is odorless, why do farts stink?”

And you can answer with a straight face, “Well, if you consider where they come from, and what the gasses have to push their way through, and the little particles they are carrying with them . . .”

If you can’t make science fun, you probably shouldn’t be teaching it.

One of the things that come up in middle school science is the conservation of matter. Matter is neither created nor destroyed, except in nuclear reactions; it just changes form. Methane gas combines with oxygen to create carbon dioxide and water. You know the equation, and you’ve probably had to balance it. My students had to do it, too. You have to do the work if you are going to learn.

But there is nothing wrong with spicing things up occasionally with an illustrative story. Even Jesus used parables.

Consider the story of Billy, who never believed what he was told.

I would begin this story with a drawing on the board like the one at the top of this post, except that there would be a cartoon of a dead rat, on its back, where the word “rat” is.

The story begins — When Billy came into science class one day, his teacher had put a dead rat on a scale and covered it with a bell jar. The scale read 7262.5 grams, the weight of the bell jar plus the rat. Billy’s teacher said, “This is part of a two week long experiment. Don’t touch the setup.” Then he taught something else.

The next day, things didn’t change. After the third day, the rat had started to swell up. (I didn’t take two weeks for this. The whole story took about fifteen minutes. At this point I erased and redrew the rat with a distended belly.)

By Friday, the rat was huge, and it was all Billy could do to keep from lifting the bell jar and poking it. But he didn’t. Even though the rat was huge, the scale still said 7262.5 grams.

Over the weekend, the rat blew up. When Billy came in on Monday, there was nothing left but a skeleton wrapped in a busted skin, with a few oozing guts. The air around the rat was kind of brown and the scale still said 7262.5 grams

(At this point I had redrawn the rat to match the description. This was also the point when I elicited from my students just what was happening and why the scale still read the same.)

Billy just didn’t get it. He couldn’t understand why the scale stayed the same when the rat was reduced to almost nothing. His teacher had explained that the rat’s mass had been converted to gasses which were trapped in the bell jar. Since the gasses could not escape, the scale had no reason to change.

Billy didn’t believe it. It had to be a trick. While his teacher was across the room, helping one of his fellow students, Billy slipped up to the teacher’s desk, took hold of the bell jar, tipped it back . . .

There was a pop and a hiss as the bell jar came unstuck. The scale dropped to 6571.3 grams. The students in the room screamed, leaped up holding their noses and yelling at Billy, and ran for the back of the room . . .

You get the point. They got the point. And we had a lot of fun besides.

345. Do You Measure Up?

if-youI keep an eye on who reads this blog. Most of the people who like or follow are young, at least from my viewpoint.

I know that most of you aren’t teachers, aren’t in school (unless it’s college), and don’t have kids in school yet. I also know that most of my own friends, including my teacher friends, are uncomfortable with math or with measurement, and many aren’t comfortable with either. That’s really too bad, because they’re useful and fun. Honest.

Math isn’t that hard, if you approach it right. Truly.

What’s the secret? I’ll tell you further down the post.

Even those who are good at one kind of math are likely to come up short when faced with a different kind. Give a carpenter a problem in double entry bookkeeping and he would probably be lost. Ask an accountant to solve . . .

                5 feet  1 1/8 inches   minus   2 feet  3  7/16 inches

. . . and he probably wouldn’t know where to start, while carpenters do this kind of math a hundred times a day. Or they use workarounds. A carpenter might walk up to an eight foot 2 x 4, mark out 5 feet  1 1/8 inches with his tape measure, then mark out 2 feet  3  7/16 inches from the same starting point, then measure between the two marks he just made. 2 feet  9  11/16 inches. Easy, and no logarithms were injured in the making of this “calculation”.

Ask a math teacher to hand you a piece of five-quarter lumber and he will probably just stare at you.

Ask an auto mechanic why he glanced at a nut, picked up a 9/16 inch wrench, and knew it would fit. Answer: because he has a solid visual knowledge of sizes from doing the same chore ten-thousand times.

I took math through college calculus and I’m a pretty good craftsman. I’ve built furniture and musical instruments, both of which require accurate measurement. I’ve taught math now and again for three decades. But I couldn’t calculate an elliptical orbit and I couldn’t balance the books on a hot dog stand.

That secret I told you about? Here it is — everybody needs math, but not everybody needs the same math. And not everybody needs the same amount of math.

It is as pointless to teach an auto mechanic or a home-ec teacher calculus (unless they just like math and want it for their own interest) as it would be to teach a NASA scientist that 2-9-3+ means two feet, nine inches, 3/8 inches, and an unspecified little bit more, to a traditional boat builder.

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Math teaching is often excellent, but it works under the burden of a basic error. The march from simpler to more complex math in our schools moves at a pace that only the brightest can manage, and aims toward reaches of higher math that only a small percentage could master or will ever use.

If you put the truth of this ambition on a bumper sticker, it would read:

Everybody needs to be a nuclear scientist,
and if you can’t cut the math,
you aren’t trying hard enough.

Both of these assertions are untrue, but they rule our math programs. I saw this all the time as I taught science. My students could not confidently and accurately add, subtract, multiply, or divide, even though they were — by state law — all enrolled in eighth grade algebra.

Their math teachers were not allowed to help them. They were required — again, by state law — to teach at grade level. That is, to teach algebra only.

They were not allowed to remediate. If they did, they were scolded by those who came in to evaluate our school.

I remediated, in science class, where the proctors of compliance would never know. Some years my student’s skill levels were so low that I actually spent several weeks teaching the processes, mostly long division, as I would have taught a math class. Most years, however, my math teaching was science in disguise; or was my science teaching math in disguise?

Were my students stupid? No.

Were the math teachers stupid? No.

Were the ones who devised the math plan stupid? ———- It would be so satisfying to say yes, but the opposite is true. They were the overachievers who never misplaced a decimal. They were putting in place a plan they would have done well in, when they were children. But that plan doesn’t work for the other 90% who suffer under it.

344. Teachers

This is teacher appreciation week, and I certainly do appreciate teachers. Most of them anyway. I’ve known a few who needed to find another profession, and a very few who needed to be shot. Sorry if that offends you, but I stand by it.

The overwhelming majority of the teachers I have known have been hard working, caring, dedicated and competent. I understand that better than most people, because I was one of them, and working along side of them. How I came to be a teacher, is another story.

First I wanted to be an astronaut, but claustrophobia and bad eyesight killed that dream before I got to high school. Then I wanted to be a scientist studying ecology, but I got to college when everyone was infatuated with the double helix, ten years before ecology burst on the scene. I studied South Asia as an anthropology major for five years, through my first MA, before reality set in and I realized that I would hate the field work. That was when I started writing, and started my second MA in History. Now I had found something I could have loved writing and teaching at the college level, but about that time there were two would-be professors for every available position.

Timing is a killer.

Money got short so I decided to do a little substitute teaching. It was a revelation.

I taught kindergarten one day and it was a disaster. I taught fourth graders — every teacher’s first choice — and almost died of boredom. I taught middle school — every teacher’s nightmare — and loved it. So I went back to college (for the fourth time), got a credential and spent the next twenty-seven years teaching sixth, seventh and eighth graders.

I have been told several times by parents that there is a special place in heaven for me because I chose to teach middle school kids. I don’t see it that way. Middle school kids are more fun than a bucket of puppies, if you don’t have to take them home with you at the end of the day. I think those parents may have been projecting some of their own feelings.

I remember one meet-the-parents night, sitting down with one of my girl students and her mother. The girl had been a fine student, not troublesome at all, and I had thought of her as mature for her age. Sitting next to her mother, she squirmed like an eight year old, talked back, and generally gave her mother hell. It was amazing to see how different her at-home personality was from her at-school persona.

Not having middle school kids at home probably accounts, in part, for liking them so much in the classroom.

I’ll tell you another secret about teaching. It takes all kinds — assuming decency and competence. Some kids will think you are great because of what you teach, or because of how you teach, or because your personality happens to mesh with theirs. Other kids will hate you for exactly the same reasons. These are your choices — if you are a good teacher, some will love you and some will hate you. If you are a bad teacher, most of them will hate you, and a few will just be happy to go to class without having to work..

If you want to be universally loved, you should choose another profession.

343. Black Shuttles

Atlantis, first launch, DOD mission.

Regular readers will notice that these posts are coming later in the day.

During the planning stage of the Space Shuttle, some changes were called for by the National Reconnaissance Office. That is an organization which, at that time, was not acknowledged to exist, but which is the home of sophisticated space hardware and a big budget. Specifically, NRO wanted the cargo bay on the shuttles to be bigger, presumably to accommodate their oversized spy satellites. They got their way, and the money they provided helped keep the struggling shuttle program afloat during the hard early days.

We’ve been looking at the Air Force in space this week and NRO isn’t the Air Force — quite. However, the head of NRO has traditionally been an undersecretary or Assistant Secretary of the Air Force. So, close enough.

It would not be unreasonable to think of the Air Force as an organization run by pilots and ex-pilots. MISS was a program designed to put men into space; so were the Dyna-soar and the MOL. But none of them ever succeeded in putting Air Force astronauts into space.

During this period of public failure, there were secret successes in the form of more and more military satellites. One of the earliest class of mission was reconnaissance, and the Air Force/NRO success with unmanned satellites was the primary reason MOL was abandoned. Through the sixties and into the seventies, these satellites used sophisticated film cameras, and their findings came back to earth via film canisters dropped from satellites and snagged out of the air by military aircraft. After digital imaging came to maturity, that was no longer necessary.

Sidebar.      Just how successful those satellites were, and how rich the NRO is, became embarrassingly obvious in 2012. The NRO gave NASA two Hubble-quality space telescopes that they had ordered, but weren’t using. One of these is slated to become the Wide Field Infrared Survey Telescope, due for launch in 2024.

At the same time that the Air Force, through NRO, arranged to have the shuttle’s cargo bay expanded, it began to build a shuttle launching facility at Vandenberg Air Base in California. To understand what this means requires knowledge that every space nerd had in the sixties, but which is never talked about these days.

Why do we launch space missions from Florida? Because it is the only place in the US which is both far south and on the eastern seaboard. Rockets are typically launched as close the the equator as practical so that the rotation of the Earth is added to the rocket’s speed — something vitally important when crude, early craft were being launched. They are launched from the eastern seaboard to provide thousands of miles of open ocean for first stages — or fiery, falling failures — to land in.

Vandenberg is situated on the western edge of the nation, ideally located for launching rockets north or south into polar orbit — that orange-peel path spy satellites need. Advanced Titans and Atlases launch from there as needed, without fanfare. But not with complete secrecy. It is a California cliché for a UFO scare to be debunked as “just another night launch from Vandenberg”.

The Johnson Space Center is in Huston because Texan LBJ was President when it was built. Orbital physics had nothing to do with it.

No shuttle was ever launched from Vandenberg. Shortly after the second classified Department of Defense shuttle mission, the Challenger was lost. Important secret launches were delayed by the hearings that followed.

The relationship between NASA and the Air Force had never been a happy one, and the Air Force shifted as quickly as possible back to its own resources. They used the shuttle to take up satellites too large to be launched by other means, and otherwise returned to using their own missiles, typically out of Vandenberg.

The Luke Skywalker picture of Air Force pilots in their space fighters has never come about. The closest to that idea is the robot X-37b, which we will look at in some future post.

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The Smithsonian Air & Space magazine carried an article in 2009 on the eleven black shuttle missions. Since most details are still classified, the article is frustrating, but will provide about as much as you will find anywhere outside of alien-influence websites.

342. Dyna-soar

Regular readers will notice that posts are now coming later in the day.

MISS, Man in Space Soonest, was a USAF project to put a man into a capsule and boost him into space on top of a converted ICBM. It was cancelled, resurrected, and passed on to the new organization NASA, where it became Project Mercury.

Times were tense. The Soviets had launched a satellite into orbit in 1957, beating America into space by a few months. They added to the humiliation by beating the US again in 1961, this time with a man in space. Worse than either accomplishment, was they booster that was used. It was far more powerful than anything America had in service, or in development. A booster that powerful presented all kinds of doomsday scenarios.

Eisenhower had plenty of problems at the time. He was using U-2 spy planes to illegally overfly the Soviet Union, and recognized that it was only a matter of time before that blew up in his face — which it did in 1960 when one of the U-2s was shot down while spying. MISS being transferred to NASA made it a civilian project, and less objectionable. The same logic led the Navy originated Project Vanguard to be passed on to NASA, and also to the use of underpowered rockets to launch it because they were not military hardware.

Sputnik and the Soviet manned missions were on top of a military booster, rendering that concern moot.

NASA went on to success in manned space flight, but in the fifties and early sixties, that was not a foregone conclusion. The Air Force moved on to the Dyna-soar.

Project Dyna-soar (from the phrase dynamic soaring) had begun in 1957, when it was to be the next step after MISS. It was based on the theories of Eugen Sänger, who had a suborbital bomber on the drawing board for the Germans during WWII.

The basic idea was to send a winged vehicle above the atmosphere on top of a rocket, whether in a sub-orbital flight or returning from orbital flight. That craft would skip repeatedly off the upper atmosphere on returning, dissipating the heat of reentry, and ultimately land as a glider.

This sounds a lot like the Space Shuttle, but there are two main differences. STS was designed as a single stage to orbit vehicle, and it dissipated heat by shock waves while being protected by insulated tiles, much like the Mercury through Apollo missions had used shock waves off ablative heat shields. Dyna-soar was designed to ride into orbit on top of a military rocket and to lose its heat by skipping — that is, by dipping into the atmosphere, then bouncing back into space to radiate away the heat it had built up, followed by repeat, repeat, repeat, until cool enough to finally land as a glider.

That would make for a long, hard, bumpy ride. If you are simply thinking of reentry, it would be a unnecessarily tough way to go. To understand why the skip-glide method was so inviting, you have to project yourself back to dawn of the 1960s when rockets were small and space exploration was new. With skip-glide, a relatively small and not particularly powerful rocket could send the Dyna-soar anywhere on Earth.

When Alan Shepard made his sub-orbital flight, he traveled 116 miles above the Earth but landed only about 300 miles downrange. With that initial altitude, Dyna-soar could probably have circled the Earth before landing.

Dyna-soar was developed as a reconnaissance and bombing vehicle. It was, after all, an Air Force project.

Had it gone to completion, the Dyna-soar (also called the X-20 later in its development) would have been the most sophisticated space craft of its era. Unfortunately, money was scarce, and while in orbit, the Gemini could do anything the Dyna-soar could do.

Gemini was a monumentally successful project (see Gemini) that sucked up all of America’s attention. In December of 1963, the Dyna-soar project was cancelled.

Again, the Air Force had lost out to its civilian counterpart. It didn’t give up. The next time around, the Air Force co-opted the Gemini. That third chapter in the Air Force’s bid for space was told here last November as The Space Station That Never Was. We’ll cover the rest of the story – so far –  tomorrow.

341. Air Force in Space, Almost

Regular readers will note that posts now come later in the day.

See if you can find anything wrong with this sentence:

Throughout 1943, U. S. Air Force  B-17 bombers carried out raids over Germany.

Give up? The place is right, the time is right, the B-17s are right, but the United States Air Force did not exist yet. The service in question was the United States Army Air Force, previously called the United States Army Air Corps. From the beginning of American military aviation, planes flying from ships belonged to the Navy and planes flying from air fields belonged to the Army.

That changed with post-war reorganization. The War Department became the Department of the Army, which then joined the Department of the Navy and the newly created Department of the Air Force to become the Department of Defense.

The Air Force was new and hungry, and it soon found plenty to feed on.

By dropping atomic bombs on Japan, the United States had changed the face of warfare. A bombs, and soon H bombs, became our first line of defense against expected Soviet aggression, and it was the Air Force’s job to deliver them if needed. Within a decade, missiles were ousting planes as the primary means of delivery, and the Air Force became the proprietor of such missiles as the Atlas, Titan, and Minuteman.

But not of all missiles. The United States Army developed the Redstone IRBM which launched the first two American astronauts into space, if not orbit. The Redstone was later succeeded by the Pershing which was a cornerstone of the defense of Europe until the eighties. The Navy developed the Polaris and then the Poseidon submarine launched missiles, which were probably, due to their stealthy deployment, a greater deterrent than the missiles developed by the Air Force.

Meanwhile, the Army continued to maintain some aircraft for support missions, and with the onset of war in Korea and later Viet Nam, Army helicopters became a major force in the air. Naval jets launched form aircraft carriers were the equal of Air Force planes. Soon the Marine Corps came to maintain what amounts to a mini-air force all its own.

It looked like everybody has aircraft and everybody had missiles.

The Air Force had additional, more ambitious plans. They intended to launch manned Air Force vehicles into space, first on top of a Thor, then atop an Atlas. The project was called MISS, Man in Space Soonest. The Air Force announced its nine astronauts on June 25, 1958. They included X-15 pilots Scott Crossfield, Joe Walker, John McKay, Robert Rushworth, Robert White — and Neil Armstrong.

A month later, MISS was cancelled.

Two months later a new government organization called NASA was formed and took up the concepts pioneered by the Air Force. MISS became Project Mercury.

The Air Force, however, was not through trying for space. More on that tomorrow.

340. Federated Space Service

Regular readers will note that posts now come later in the day.

A week ago today, Cyan was delivered to those who preordered from Amazon, and went on regular sale. If you’ve read past the opening segment, you know that the explorers who returned to Earth found it greatly changed.

From Cyan: All seemed well, on the surface, but something profound was happening to the people of Earth. They were waking up to reality. When interstellar exploration had begun, few had taken it seriously. Now the process was flushed with success, and that success carried the seeds of its own downfall.

Suddenly, all over Earth, people who had been indifferent to space travel, except to mutter about a waste of resources, became truly aware of what was happening. And they didn’t like it. In the vague common mind of the beast, numbers began to move in slow, painful calculations.

A few thousand colonists; billions of the rest of us.

They — the rich, the powerful, the smart, the educated, the lucky — they will go to the stars and walk the green valleys of paradise. We — the downtrodden, the ordinary, the workers, the plodders, the ones who really make things happen, the ones who always get screwed — in short, you and me. We will stay behind.

In the general elections of 2103, and in a hundred scattered elections and revolutions in 2104, the people of Earth turned on their leaders and said with a loud voice that the spacers who brought in the ore from the belt, and the workers of L-5, and especially those who were finding new worlds, were no longer heroic friends but dangerous enemies. They would no longer be given freedom to do as they pleased, but would be harnessed to the common good.

This was the Earth Darwin returned to in 2105. When Tasmeen signaled Ganymede Station, she received a taped reply.

“Welcome home, Darwin. You will find the language of this year somewhat different from when you left. When the Dog Star returned in 2088, we found that it would be best to train comtechs in the jargon of your departure year, and that is the reason for this tape.

“The biggest change you will have to be ready for is that NASA no longer exists … because after the general elections of 2103 the people of North America decided to combine all space efforts into one military organization. You are all now members of the Federated Space Service.”

Tasmeen said, “I have a bad feeling about this.”

– – – – – – – – – – –

In point of fact, on our world, the war between NASA and the Air Force began on October 1. 1958, the day NASA came into existence and began to encroach on Air Force prerogatives. We’ll look at some of those early battles this week.

339. Teaching Space

I taught middle school science for twenty-seven years. It was often fun, but not always. Helping the kids make projects to demonstrate simple machines was a blast, but chemistry was no fun at all. It was a challenge to make astronomy appeal to my kids, but I think I managed.

Teaching space had its ups and downs.

The space race had everything, exploration, political intrigue, danger – both in space and in the Cold War which was the real reason for going to space – technology and a chance to participate. When I taught Gemini IV, I would put two chairs on their backs on a table and have two students lie back in them to represent McDivitt and White. Then I would take “Ed White” for a  space walk.

I was big and they were small. I would pick “Ed” up by the waist and take him spinning and “floating” around the classroom before he returned to the capsule. Great fun for both of us. I always chose the smallest student to play Ed White and, of course, always a boy. Sorry feminists, but if you think about it for a moment, you’ll see why.

I could use the movies Apollo 13 and parts of The Right Stuff, and that was a big help. But the space race was teaching history. What was happening in the world outside the classroom during my teaching career was less fun.

The Space Shuttles were practical. Five craft made 135 trips into space, expanded our knowledge, launched the Hubble, and built the ISS. They called the shuttle NASA’s pick-up truck. It was a good analogy, but what twelve year old wants to go to space in a pick-up truck?

Nothing was really new, just more and better of the same old stuff. Nobody was going beyond low Earth orbit.

(“When are we going to the moon again, Teacher? When are we going to Mars?”
“Damned if I know kid. It’s beginning to look like never.)

There were promising new programs. I watched several of them as they were announced, begun, and then cancelled. I’ll recap them later.

I taught the space shuttle with more enthusiasm than I actually felt. We followed its progress, and there was a lot of it during my teaching career. There was also tragedy.

When the Challenger blew up, my class wasn’t watching. Our school got TV’s for the classrooms a couple of years later, so I didn’t know what had happened until recess when I went to the teacher’s lounge and saw faces suitable for a wake on my fellow teachers. It was a long afternoon, first explaining to the students what had occurred, and then going on with our work as if nothing had happened.

I didn’t face another day like that until 9/11.

I remember sitting with my friends in the teacher’s lounge after Challenger blew up, listening to the radio. When the announcer said that the mission commander had flown fighter jets during Viet Nam, I knew that he had found a more honorable death than that war could have given him.

When Columbia returned from orbit the last time, I was excited to see it. By that time I had moved to the foothills. Columbia’s flight path was to pass north of my new house, and I was up before daylight to watch its fire trail across the sky from my balcony. Instead, I only saw dense fog. I waited around until the projected time and at least heard it’s sonic boom. Five minutes later and a thousand miles to the east, it broke up and fell to earth.

It was Saturday morning. I had two days before it would be time to talk to my students about what had happened.